Professor Vincent Connelly

Background: The unprecedented rapid re-deployment of healthcare workers from different care pathways into newly created and fluid COVID-19 teams provides a unique opportunity to examine the interaction of many of the established non-technical factors for successful delivery of clinical care and teamwork in healthcare settings. This research paper therefore aims to address these gaps by qualitatively exploring the impact of COVID work throughout the pandemic on permanent and deployed personnel's experiences, their ability to effectively work together, and the effect of social dynamics (e.g., cohesion, social support) on teamwork and mental health.  Methods: Seventy-five interviews were conducted across the UK between March and December 2021 during wave 2 and 3 of COVID-19 with 75 healthcare workers who were either permanent staff on Intensive Care/High Dependency Units used as COVID wards, had been rapidly deployed to such a ward, or had managed such wards. Work Life Balance was measured using the WLB Scale. Interview transcripts were qualitatively coded and thematic codes were compared using network graph modelling.Results: Using thematic network analysis, four overarching thematic clusters were found, (1) Teamwork, (2) Organizational Support & Management, (3) Cohesion & Social Support, and (4) Psychological Strain. The study has three main findings. First, the importance of social factors for teamwork and mental health, whereby team identity may influence perceptions of preparedness, collaboration and communication, and impact on the collective appraisal of stressful events and work stressors. Secondly, it demonstrates the positive and negative impact of professional roles and skills on the development of teamwork and team identity. The study identifies the more pronounced negative impact of COVID work on deployed personnel's workload, mental health, and career intentions, exacerbated by reduced levels of social support during, and after, their deployment. Conclusions: The analysis was able to highlight the interactive and interdependent role of social dynamics on teamwork, suggesting that besides technical skills and preparedness, group membership and perception of professional category may play a bigger role for teamwork than previously stated. It also highlights the potentially protective impact of team-membership on participants experience of their pandemic work, especially considering the length of the recent pandemic.

Introduction: The current research explores the association between political views, combat experiences, and the adaptation of soldiers to post-service life. Violent experiences in military service were explored as contributors to both positive and negative dimensions of adaptation, while political views served as possible mediators.

Methods: Three hundred and twenty Israeli veterans participated in the study.

Results: Political views were correlated with adaptation, especially left-to-right voting and anti-militarism. The results support the mediating role of political beliefs (left–right voting and militarism) in the relationship between combat experience and adaptation to post-service life.

Discussion: We contend that political perceptions affect adaptation through sense-making of the combat experiences and the individual processing of these experiences, and the willingness to continue in reserve service, which allows social support and recognition. In addition, they are linked to a sense of bitterness following the reduction of public participation in military and reserve service.

Introduction: Representations activated during hand-writing production code information on morphological structure and reflect decomposition of the root and suffix. Children with Developmental Language Disorder (DLD) have significant difficulties in spelling morphologically complex words, but previous research has not sought evidence for a morphological decomposition effect via an examination of hand-writing processes in this population. Method: Thirty-three children aged 9-10 years with DLD, 33 children matched for chronological age (CA), and 33 younger children aged 7-8 years matched for oral language ability (LA) completed a dictated spelling task (21 words; 12 with inflectional suffixes, nine with derivational suffixes). The task was completed on paper with an inking pen linked to a graphics tablet running the hand-writing software Eye and Pen. Pause analyses and letter duration analyses were conducted. Results: The three groups showed similar hand-writing processes, evidencing a morphological decomposition effect in a natural writing task. Pause durations observed at the root/suffix boundary were significantly longer than those occurring in the root. Letter durations were also significantly longer for the letter immediately prior to the boundary compared to the letter after it. Nevertheless, despite being commensurate to their LA matches for mean pause durations and letter durations, children with DLD were significantly poorer at spelling derivational morphemes. Hand-writing processes did significantly predict spelling accuracy but to a much lesser extent compared to reading ability. Discussion: It is suggested that derivational spelling difficulties in DLD may derive more from problems with underspecified orthographic representations as opposed to hand-writing processing differences.

Israeli society has seen a gradual decrease in the proportion of compulsory and reserve soldiers amid growing criticism of the military from those who have previously served. This criticism is connected to a willingness on their part to organize collective action for postservice benefits and influence other postservice-related issues. We argue that a new theoretical concept of an “emergent veteran identity” could explain this new social phenomenon for both the Israeli military and others. In this study, 248 Israeli veterans completed questionnaires designed to investigate emergent veteran identity. The results reveal that emergent veteran identity was explained by the perception of the role of the military in society, by the organizational dimensions of veterans’ transition into society, and, to a lesser extent, by combat experiences. Female veterans had a higher emergent veteran identity and exhibited higher transformation limbo. The article also discusses the utility of this new concept for the study of veterans in general and the results’ implications for threats to and the loss of military identity.

The rapid increase of acute and intensive care capacities in hospitals needed during the response to COVID-19 created an urgent demand for skilled healthcare staff across the globe. To upscale capacity, many hospitals chose to increase their teams in these departments with rapidly re-deployed inter-professional healthcare personnel, many of whom had no prior experience of working in a high-risk environment and were neither prepared nor trained for work on such wards. This systematic review of reviews examines the current evidence base for successful teamwork in rapidly deployed interprofessional teams in intensive and acute care settings, by assessing systematic reviews of empirical studies to inform future deployments and support of rapidly formed clinical teams. This study identified 18 systematic reviews for further analysis. Utilising an integrative narrative synthesis process supported by thematic coding and graphical network analysis, 13 themes were found to dominate the literature on teams and teamwork in inter-professional and inter-disciplinary teams. This approach was chosen to make the selection process more transparent and enable the thematic clusters in the reviewed papers to be presented visually and codifying four factors that structure the literature on inter-professional teams (i.e., team-internal procedures and dynamics, communicative processes, organisational and team extrinsic influences on teams, and lastly patient and staff outcomes). Practically, the findings suggest that managers and team leaders in fluid and ad-hoc inter-professional healthcare teams in an intensive care environment need to pay attention to reducing pre-existing occupational identities and power-dynamics by emphasizing skill mix, establishing combined workspaces and break areas, clarifying roles and responsibilities, facilitating formal information exchange and developing informal opportunities for communication. The results may guide the further analysis of factors that affect the performance of inter-professional teams in emergency and crisis deployment.

Evidence suggests that UK veterans are seen as victims with a consequent elevation of concern for their perceived mental health needs. The present study examined sociodemographic factors that contribute to victimising conceptualisations of British Army Iraq and Afghanistan veterans. Participants (N=234) provided three word-associations to “British Army Iraq Veteran” and “British Army Afghanistan Veteran” and answered sociodemographic questions. A Multiple Linear Regression outlines that low national pride, opposition towards the missions and higher levels of education predict elevated levels of victimizing word-associations. Narrative accounts from 21 interviewed UK participants suggest that participants who did not perceive the recent conflicts as legitimate conceptualise veterans as passive, naïve actors who had to submit to the anthropomorphic agency of the government. This allowed holding overtly appreciative though belittling attitudes towards veterans, while opposing the missions. To dissociate veterans from victimizing perceptions, better knowledge about service and justifications for deployments need to be provided.

Evidence suggests that most of the UK public appreciate currently serving UK Armed Forces personnel but are less positive in their beliefs about veterans. This research examined the social representations held by civilian participants of UK veterans and serving soldiers to understand why veterans may be seen more negatively. An open-ended word-association task was completed by 234 UK participants where they were asked to provide three initial responses to the words ‘Veteran’ and ‘Soldier’ and to evaluate their responses in accordance to prototypicality. The 1404 resultant associations were grouped into 14 thematic clusters. Using the Hierarchical Evocation Method, the results suggest ‘Heroizing Associations’ to be a defining core-element for ‘Soldier’ and ‘Veteran’ but ‘Victimizing Associations’ to be an element only for ‘Veteran’. Principal Component Analyses suggest ‘Victimizing Associations’ are related to war and deindividuated associations; ‘Heroizing Associations’ are related to characterizations of the veteran’s personality. Implications and future directions are discussed.

Children who struggle with writing are a heterogeneous group and may experience difficulties in a range of domains, including spelling, reading, and oral language. These difficulties are reflected in their writing and may influence their responsiveness to writing interventions. The effectiveness of a targeted sentence-combining intervention to improve the writing skills of 71 struggling writers, aged 7 to 10 years, was compared with a spelling intervention and a business as usual (waiting list) control condition. Some struggling writers also performed poorly on measures of reading and oral language. Children's performance on a range of writing measures were assessed at baseline (t1), immediate post-test (t2) and delayed post-test (t3). Children receiving the sentence-combining intervention showed significant improvements in the sentence combining measure at t2 and t3 compared to both the spelling intervention and waiting list controls. Exploratory regression analyses found that children in the sentence-combining intervention, with a low t1 sentence combining score, low reading skills or better t1 spelling skills, were more likely to show improvements at t2. Findings indicate that when devising interventions for struggling writers, specific profiles of skills should be considered. Specifically, sentence combining may be more appropriate for SWs whose primary area of difficulty is reading, rather than poor spelling or oral language.

Previous research has shown that British public perception of veterans can be negative and erroneous. Surveys, for example, indicate that veterans are characterized as skilled and valorous individuals but also as suffering from ill-health, unemployment and homelessness. To investigate how these beliefs may form, the present study examines the public dimension of knowledge by analyzing depictions of veterans in the media. A total of 335 newspaper articles that represent UK veterans were downloaded from Google News and UKPressonline. After the articles were classified with a content analysis, chi-squared tests were conducted to understand how the representation of veterans may be related to the political affiliations of news agencies
and by newspaper format. The results suggest that UK veterans are predominantly represented in both heroic and victimizing contexts. While political affiliation did not affect the representation of veterans significantly, newspaper format did, with broadsheet newspapers emphasizing victimized contexts and local and international newspapers focusing on heroic contexts. Tabloids are a symbolic middle ground between broadsheet, international and local formats. In conclusion, broadsheet newspapers may express sociocultural scrutiny towards the ways in which veterans are treated while local and international newspapers may focus on stereotypical representations of heroic British military actions that veterans may symbolize. Implications and conclusions are discussed.

Recent changes in the British Army mean part time Reservists and full time Regulars need to become better integrated. However, there has been a long history of workplace tensions between the full time and part time elements in the British Army. This mirrors those found in many civilian workplaces. Focus group data with 105 full time Regular British Army soldiers confirmed that time and emotional commitment are strongly linked in a full time professional workplace that has strong, definite and enduring boundaries. This, alongside demands for conformity and stratification by rank explained the high risk of marginalization of part time Reservists.  The legitimacy of part time Reservists, especially in the combat arms, was often challenged. Using this explanatory framework some implications and practical ways that tensions may be reduced between full time and part time members of the British Army, and other Armed Forces facing similar tensions, were highlighted.

Previous research outlines a relationship between religiosity and increased mental and physical wellbeing. However, to date findings from quantitative and qualitative research do not offer an unambiguous explanation for this relationship. The study addresses this gap in knowledge by examining underlying identity construction processes in relation to religiosity and wellbeing in the light of Identity Process Theory (Breakwell, 1986, 2001, 2010). Eight Christian converts from different deep-faith groups were recruited via purposive and modified snowball sampling. Detailed descriptions of first-hand experiences were collected by biographic-narrative interviews and analysed by Interpretative Phenomenological Analysis. The findings suggest that religious elements are integrated into identity content as these respond to a set of motivational principles of identity construction. In doing so, religious elements in identity content contribute to the avoidance of identity threat and to the maintenance of a positive identity structure. The adoption of health-promoting behaviours that relate to the application of beliefs (i.e. practice forgiveness, love oneself and the other, stopping excessive drinking) are consequences thereof and improve mental and physical wellbeing. In conclusion, the relationship between religiosity and wellbeing may be explained by the way in that religious elements in identity impact on identity maintenance process.

It is widely assumed that by identifying spelling errors and suggesting replacement words, spellcheck allows writers to revise spelling errors even if they do not have the necessary spelling knowledge. However, there have been no studies evaluating the efficacy of modern spellcheck tools for students with spelling difficulties, such as dyslexia. In fact, the very limited and dated research into use of spellcheck by writers with dyslexia indicated that, even when using spellcheck to revise spelling errors, this group left many misspellings in their texts. The current study is the first to investigate whether a modern spellcheck program allows college students with dyslexia to produce texts that are as free from misspellings as texts by their peers, and whether this affects the quality of the text in other ways.

College students with dyslexia (n=18) and a control group of peers (n=18) wrote two short essays using Microsoft Word, one with spellcheck active and one without spellcheck active. Spelling accuracy and overall quality of the texts were measured. Without spellcheck, students with dyslexia made more misspellings than the control group, however, with spellcheck active students from both groups left almost zero misspelled words in their texts. Text quality was not affected. Results demonstrate that spellcheck helps college students with dyslexia to overcome the limitations that poor spelling knowledge imposes. Importantly, results indicate that spellcheck does not lead to improvements in text beyond spelling accuracy, or lead to poorer quality texts, indicating that it is suitable for use in exam conditions.

Previous work suggests that written text produced by university students with dyslexia is scored lower than that produced by their peers. The present study used a digital writing tablet to examine the writing process and the quality of text written by university students with dyslexia. Revision behaviour during and after writing was also investigated. Thirty-two university students with dyslexia (mean age, 20 years), were compared to 32 typically-developing (TD) students matched by age. Students composed a written text in response to an expository essay prompt. In line with previous research, students with dyslexia made a higher number of spelling errors and their essays were rated as poorer than TD students. However, students with dyslexia were comparable to their peers on measures of time spent writing, amount of text produced, and the temporal analyses (handwriting execution, pause times). Students with dyslexia made significantly more revisions to spelling during and after transcription than their peers, although other revision behaviour was similar across groups. Explanations for the finding of poor writing quality are explored. Importantly, the findings suggest that continued support with spelling and writing is needed for university students with dyslexia. Instruction directed towards effective revision strategies may also prove useful. Limitations and directions for future research are discussed. 

Verb use and the production of verb argument structure in the written texts of children in elementary school is a key stepping stone towards academic writing success that has remained relatively unexplored and is a notable gap in our understanding of writing development.  To evaluate the role of verbs in the written narrative texts of children, we compared verb use in 10 year old children that had specific weaknesses in oral language, those with Developmental Language Disorder (DLD), and samples of children of the same age (CA) and the same raw scores on an oral language task (language ability or LAb). Standardised measures of oral language, reading fluency, and spelling were completed. Participants then completed a standardised writing task and the texts were examined for verb argument structure, verb production and verb diversity.  No between-group differences were found in the written narrative texts in relation to the production of verb argument structures.  By contrast, the number of verbs produced, and the number of different verbs used differed significantly. The total number of verbs and number of different verbs produced by the children with DLD was commensurate with their LAb peers but not their CA matched peers. All children relied on a small group of high frequency verbs in their writing, although there was evidence of greater verb diversity in the older typically developing children. Verbs produced and their diversity in narrative writing was predicted by both an oral language formulated sentences task and reading fluency, thus demonstrating the close links between expressive oral language, reading, and writing production in all children.

Conceptualising the difficulties experienced by struggling writers in middle elementary school is of both theoretical and practical importance. To further our understanding of the problems experienced by struggling writers we aimed to identify the writing measure which best discriminated struggling writers from their peers, and the proximal and distal factors which which contributed to performance. The performance of 96 students (Mean age 0;4), 39 of whom were independently identified as struggling writers using a norm referenced standardised test, was examined at word, sentence, and text level. Standardised measures of transcription, oral language and working memory were collected. The extent to which independent product and process writing measures accurately identified the students was tested using ROC analyses. The skills which underpinned performance were examined using regression analyses and path analysis. Written sentence generation was the most sensitive and specific measure to identify struggling writers at this point in development and, was concurrently predicted by both oral sentence level skills, handwriting fluency and listening span. Path models demonstrated that oral language contributed both directly and indirectly to sentence level writing. Implications for developmental models of writing and support for struggling writers are discussed. 

Digital technologies have the potential to offer new opportunities for children’s expressive arts practices. While adult expectations surround and shape children’s visual art-making on paper in the early years classroom, such expectations are not so established in relation to digital art-making. So how do children make sense of digital art-making when it is newly introduced into the classroom and adult input is minimal? Drawing on a social semiotic ethnographic perspective, this paper explores this question by examining instances of 4-5 year olds’ spoken dialogue around the computer during a week in which digital art-making was first introduced into the classroom. Analysis focused on interactions where children proposed, reinforced or challenged conceptions of digital art-making. These interactions demonstrated that children’s digital art-making was negotiated and constructed through particular processes. Three such processes are presented here: the use of collective motifs and metaphors; attributing ‘expert’ status; and polarizing conflicts. Understanding these processes offers a starting point for thinking about how a new activity like digital art-making can be integrated into the early years classroom and supported by practitioners. 

Although handwriting is typically taught during early childhood and keyboarding may not be taught explicitly, both may be relevant to writing development in the later grades. Thus, Study 1 investigated automatic production of the ordered alphabet from memory for manuscript (unjoined), cursive (joined), and keyboard letter modes (alphabet 15 sec) and their relationships with each other and spelling and composing in typically developing writers in grades 4 to 7 (N = 113). Study 2 compared students with dysgraphia (impaired handwriting, n=27), dyslexia (impaired word spelling, n=40), or oral and written language learning disability (OWL LD) (impaired syntax composing, n=11) or controls without specific writing disabilities (n=10) in grades 4 to 9 (N=88) on the same alphabet 15 modes, manner of copying (best or fast), spelling, and sentence composing. In Study 1, sequential multilevel model regressions of predictor alphabet 15 letter production/selection modes on spelling and composition outcomes, measured annually from grade 4 to grade 7 (ages 9 to 13 years), showed that only the cursive mode uniquely, positively, and consistently predicted both spelling and composing in each grade. For composing, in grade 4 manuscript mode was positively predictive and in grades 5-7 keyboard selection was. In Study 2 all letter production modes correlated with each other and one’s best and fast sentence copying, spelling, and timed sentence composing. The groups with specific writing disabilities differed from control group on alphabet 15 manuscript mode, copy fast, and timed sentence composing. The dysgraphia and dyslexia groups differed on copying sentences in one’s best handwriting, with the dysgraphia group scoring lower. The educational and theoretical significance of the findings are discussed for multiple modes and manners of letter production/selection of the alphabet that support spelling and composing beyond the early grades in students with and without specific writing disabilities.   

Digital technologies have material and social properties that have the potential to create new opportunities for children’s expressive arts practices. The presence and development of oral narratives in young children’s visual art-making on paper has been noted in previous research, but little is known about the narratives children create when they engage in digital art-making. How do young children construct narratives during digital art-making? How do the features of these narratives relate to the social and material properties of the digital resources they are using? How can looking at these narratives inform and enrich our understanding of children’s art-making in general? Drawing on a social semiotic perspective, these questions are explored through an in-depth analysis of narrative in three examples of 4-5 year olds’ digital art-making. On the basis of the analysis, features of oral narrative in young children’s digital art-making are suggested and these are linked to potentially influential properties of the digital resources. Being aware of these features and properties offers a starting point for thinking about what digital resources can offer in the context of young children’s art-making. The findings also prompt us to be aware of the diverse potentials that exist in children’s art-making practices regardless of the resources being used.

Spelling is a prerequisite to expressing vocabulary in writing. Research has shown that children with dyslexia are hesitant spellers when composing. This study aimed to determine whether the hesitant spelling of children with dyslexia, evidenced by frequent pausing, affects vocabulary choices when writing. A total of 31 children with dyslexia, mean age 9 years, were compared to typically developing groups of children: the first matched by age, the second by spelling ability. Oral vocabulary was measured and children completed a written and verbal compositional task. Lexical diversity comparisons were made across written and verbal compositions to highlight the constraint of having to select and spell words. A digital writing tablet recorded the writing. Children with dyslexia and the spelling-ability group made a high proportion of spelling errors and within-word pauses, and had a lower lexical diversity within their written compositions compared to their verbal compositions. The age-matched peers demonstrated the opposite pattern. Spelling ability and pausing predicted 53% of the variance in written lexical diversity of children with dyslexia, demonstrating the link between spelling and vocabulary when writing. Oral language skills had no effect. Lexical diversity correlated with written and verbal text quality for all groups. Practical implications are discussed and related to writing models.

The assessment of children's writing raises technical and practical challenges. In this paper we examine the potential use of a curriculum based measure for writing (CBM-W) to assess the written texts of pupils in Key Stage 2 (M age 107 months, range 88 to 125). Two hundred and thirty six Year three, five and six pupils completed a standardized assessment of writing quality. Pupils also responded to two writing probes, one expository and one narrative, at baseline and five months later. In response to the probe pupils wrote for five minutes. Transcribed texts were scored for productivity (total words produced, correct word sequences, number of punctuation marks and sentences produced) and accuracy (proportion of words spelled correctly, correct word sequences and punctuation marks). The CBM –W measures were differentially sensitive to development and showed construct validity as evidenced by their association with the norm- referenced test measuring writing quality. Change over time was also evident and significant differences between narrative and expository texts were found. Pupils with special educational needs scored significantly more poorly on the CBM-W. Potential implications for research and practice are considered.

Children with Specific Language Impairment (SLI) are known to have difficulties with spelling but the factors that underpin these difficulties, are a matter of debate. The present study investigated the impact of oral language and literacy on the bound morpheme spelling abilities of children with SLI. Thirty-three children with SLI (9–10 years) and two control groups, one matched for chronological age (CA) and one for language and spelling age (LA) (aged 6–8 years) were given dictated spelling tasks of 24 words containing inflectional morphemes and 18 words containing derivational morphemes. There were no significant differences between the SLI group and their LA matches in accuracy or error patterns for inflectional morphemes. By contrast when spelling derivational morphemes the SLI group was less accurate and made proportionately more omissions and phonologically implausible errors than both control groups. Spelling accuracy was associated with phonological awareness and reading; reading performance significantly predicted the ability to spell both inflectional and derivational morphemes. The particular difficulties experienced by the children with SLI for derivational morphemes are considered in relation to reading and oral language.

Current models of writing do not sufficiently address the complex relationship between the 2 transcription skills: spelling and handwriting. For children with dyslexia and beginning writers, it is conceivable that spelling ability will influence rate of handwriting production. Our aim in this study was to examine execution speed and temporal characteristics of handwriting when completing sentence-copying tasks that are free from composing demands and to determine the predictive value of spelling, pausing, and motor skill on handwriting production. Thirty-one children with dyslexia (Mage = 9 years 4 months) were compared with age-matched and spelling-ability matched children (Mage = 6 years 6 months). A digital writing tablet and Eye and Pen software were used to analyze handwriting. Children with dyslexia were able to execute handwriting at the same speed as the age-matched peers. However, they wrote less overall and paused more frequently while writing, especially within words. Combined spelling ability and within-word pausing accounted for over 76% of the variance in handwriting production of children with dyslexia, demonstrating that productivity relies on spelling capabilities. Motor skill did not significantly predict any additional variance in handwriting production. Reading ability predicted performance of the age-matched group, and pausing predicted performance for the spelling-ability group. The findings from the digital writing tablet highlight the interactive relationship between the transcription skills and how, if spelling is not fully automatized, it can constrain the rate of handwriting production. Practical implications are also addressed, emphasizing the need for more consideration to be given to what common handwriting tasks are assessing as a whole. 

Children with specific language impairments (SLI) have difficulties in producing written text. It was hypothesised that the constraints on writing in children with SLI were similar to typically developing younger children with the same level of vocabulary knowledge. Twenty-three children with SLI (aged 10:5) were matched with 23 children for chronological age (CA) and 23 children for vocabulary levels (VC). Children with SLI performed significantly below their CA peers but not their VC peers on all aspects of writing including spelling. Regression analyses indicated that written text measures of spelling errors and oral language measures of vocabulary were significant predictors of writing products for both the children with SLI and their VC peers. This highlights the importance of oral and written language for the quality of children's written text and indicates that the writing of children with SLI was commensurate with their vocabulary and spelling levels. The results point to the role of both phonological and non-phonological processes in written text production in struggling writers.

Writers typically produce their writing in bursts. In this article, the authors examine written language bursts in a sample of 33 children aged 11 years with specific language impairment. Comparisons of the children with specific language impairment with an age-matched group of typically developing children (n = 33) and a group of younger, language skill-matched children (n = 33) revealed the role of writing bursts as a key factor in differentiating writing competence. All the children produced the same number of writing bursts in a timed writing task. Children with specific language impairment produced a shorter number of words in each burst than did the age-matched group but the same as the language skill-matched group. For all groups, spelling accuracy and handwriting speed were significant predictors of burst length and text quality. The frequency of pauses at misspellings was related to shorter bursts. These results offer support to Hayes's model of text generation; namely, burst length is constrained by language and transcription skills.

Children with specific language impairments (SLI) have difficulties in producing written text. It was hypothesised that the constraints on writing in children with SLI were similar to typically developing younger children with the same level of vocabulary knowledge. Twenty-three children with SLI (aged 10:5) were matched with 23 children for chronological age (CA) and 23 children for vocabulary levels (VC). Children with SLI performed significantly below their CA peers but not their VC peers on all aspects of writing including spelling. Regression analyses indicated that written text measures of spelling errors and oral language measures of vocabulary were significant predictors of writing products for both the children with SLI and their VC peers. This highlights the importance of oral and written language for the quality of children's written text and indicates that the writing of children with SLI was commensurate with their vocabulary and spelling levels. The results point to the role of both phonological and non-phonological processes in written text production in struggling writers.

Visual hallucinations (VHs) in Parkinson" s disease (PD) can be a frequent and disturbing complication of the disease with 33% of PD patients undergoing long-term treatment experiencing VHs during the course of their illness. One line of evidence that is emerging as a possible risk factor in the occurrence of VHs is the sleep-wake cycle and sleep behavior in patients with PD. This study compared sleep patterns in a group of visually hallucinating Parkinson" s patients with a group of nonhallucinating PD patients and an age-matched control group. Nocturnal sleep was assessed by actigraphy and diaries, while daytime sleepiness and function were assessed by a battery of self-rating sleep questionnaires. Compared with the control group both patient groups had more sleep-related problems and significantly altered sleep patterns, as measured by both actigraphy and sleep questionnaires. Patients who hallucinated however slept less than nonhallucinating patients and also had increased awakenings after sleep onset, reduced sleep efficiency, and increased daytime sleepiness. We propose that VHs in some PD patients may be a symptom of poor sleep and prolonged daytime sleepiness, suggesting that arousal may play a role in the genesis of the hallucination phenomenon.

Does the type of reading instruction experienced during the initial years at school have any continuing effect on the ways in which adults read words? The question has arisen in current discussions about computational models of mature word-reading processes. We tested predicted continuing effects by comparing matched samples of skilled adult readers of English who had received explicit phonics instruction in childhood and those who had not. In responding to nonwords that can receive alternative legitimate pronunciations, those adults having childhood phonics instruction used more regular grapheme-phoneme correspondences that were context free and used fewer vocabulary-based contextually dependent correspondences than did adults who had no phonics instruction. These differences in regularization of naming responses also extended to some low-frequency words. This apparent cognitive footprint of childhood phonics instruction is a phenomenon requiring consideration when researchers attempt to model adult word reading and when they select participants to test the models.

Scottish beginning readers taught by a phonic method are compared with New Zealand children taught by a book experience approach. Samples are matched for reading age, chronological age, time at school, vocabulary knowledge and digit span. Tests of word recognition, phonological skills, reaction time and comprehension were administered. Results show differences in nonword and irregular word reading, phonological skill, comprehension, reaction time and error production. Despite being matched on general ability both groups show differences in subskills associated with reading that would appear to stem from how they have been taught. This work has implications for models of reading development.